AbstractThe purpose of this study is to know whether there is a significant difference in students writing Achievement among students with visual, audio, and kinesthetic learning styles. The study was carried out in a population of 120 students of grade XI at MAN 3 Bahrul Ulum Jombang. The researcher was used incidental sampling, incidental sampling is used to classify students' preference in learning particular differentiate from students’ learning style learners and as many as 90 students as sample. The questionnaire was prepared to collect the data concerning with the students' major learning preference and the test which designed in the form of writing an essay was used to measure students' writing skill. To achieve the aim of the study, the data were analyzed by using analysis of variance (ANOVA) with help of SPSS 20.0. The researcher found that result of hypothesis testing F-testValue was (0.578) and the significant value is (0.563). Because the significant value is greater than 0.05 the mean was declared not significantly different. It means that students learning style on their writing achievement did not differ between the visual learners, the auditory learners, and the kinesthetic learners. Based on the result of this study, the researcher discovered that there is no significant difference in writing achievement among students with visual, auditory, and kinesthetic learning styles. Keywords: comparison, effect, learning styles, writing achievement  

Hanafi, Ahmad Aziz

Jurnal Universitas Islam Malang

The Effect of Students’ Learning Style on their Writing AchievementAhmad AzizHanafiUniversity of Islam MalangEmail address: hanafiahmadaziz@gmail.comAbstractThe purpose of this study is to know whether there exists a meaningful variance instudents writing Achievement among students with visual, audio, and kinestheticlearning styles. The study wascarried out in a population of 120 students of gradeXI at MAN 3 BahrulUlumJombang. The researcher was used incidental sampling,incidental sampling is used to classify students' preference in learning particulardifferentiate from students’ learning style learners and as many as 90 students assample. The questionnaire was prepared to collect the data concerning with thestudents' major learning preference and the test which designed in the form ofwriting an essay was used to measure students' writing skill.To achieve the aim ofthe study, the data were analyzed by using analysis of variance (ANOVA) withhelp of SPSS 20.0. The researcher found that the result of hypothesis testing F-testValue was (0.578) and the significant value is (0.563). Because the significantvalue is greater than 0.05 the mean was declared not significantly different. Itmeans that students learning style on their writing achievement did not differbetween the visual learners, the auditory learners, and the kinesthetic learners.Approaching the conclusion of this study, the researcher discovered that there isno significant difference in writing achievement among students with visual,auditory, and kinesthetic learning styles.Keywords: comparison, effect, learning styles, writing achievementLearning style is an important aspect that needs by the teacher to teach thestudents, it plays an important role in the identification of proper teaching method,strategies and techniques.The purpose of learning style can be applied forstudents, because they have a broad of personal and variations. (Felder & Brent,2005).Writing has an important use in English skill. It cannot be divided ofothers integrated ability in case the learners' skill connect each other to supportmastering their ability in English. It plays a significant rule in learning English aswithout writing, one language would not improve.Brown (2015) said that writingis a skill used as a composition mode for learning writing is something used as acomposition mode for learning, reinforcing, or testing the grammatical concepts.There were several researchers that have been conducted the researchabout learning styles. Asmari (2013) said that writing is an ability that helpspersonal communication requirements for their learning, while the writing abilityof students increase, they start to utilize their ideas to written expression more andmore easily and understand what they have learnedThe students who succeed in learning writing can be covered by theirachievements. It comes from Students' understanding, understanding moreovermastery concerning knowledge.Ellis (2003) stated that there are several partsaffected by students differences like aptitude, motivation, personality.The one excellent way to learn an ability for students is learning the style.Each student produces an unusual approach tostudy something. Kolb (1984) ascited in Damrongpanit (2013) defined that learning styles are fiercely establishedas the proper way of students for managing, obtaining, understanding to enhanceawareness.Some researchers have been conducting the research on learning styles,Ahmed (2012) found that he has conducted the study doing an experimentalstudy, the purpose of this study is to investigate the effectiveness on the use ofstudents' learning style in improving their writing ability. The result showed thatthe performances of the control group was worse than the experimental one.Theresearcher suggested for further research to choose Heterogeneous groupingshould be encouraged in all ESP courses.Rohmatulloh (2010) said that the aimof herstudyis to analyze the Englishachievement among the learning styles. The result of this research showed thatthere is a significant variation among students who have visual, audio, andkinesthetic in their English achievement.On the other hand, Rachma (2011), Sutarsyah (2011), and Yufrizal (2011)said that the aim of their study is to investigate whether there is the effect oflearning styles in reading achievement. They concluded that there is no effect onstudents learning styles on their writing achievement and kinesthetic learning styleis the majority of the students have.However, all of the studies above are focusing on the influence of learningstyles in student English fulfillment. From the previous study, they managed theresearch at public school, so the researcher wants to validate the research at schoolwhich has a religious background. One of the results showed that there is nosignificant difference, but the other previous study showed that there is asignificant effect. It means that there is no consistency in the result of the previousstudies.The researcher conducted the research at MAN 3 Jombang, the populationand sample of this study were the second-grade students. Based on theexplanation of the teacher, there were several students do not aware of learningstyles, then the students cannot develop the learning style in the learning process.The teacher of MAN 3 Jombang cannot separate the students learning stylebecause there were big classes. Based on the explanation above, the researcherwant to know whether there is a different learning stylehave a differentresult intheir writing. The researcher wants to conduct the research about “The Effect ofStudents’ Learning Style (Visual, Auditory, and Kinesthetic) on Students’ WritingAchievement”.MethodThis study aimed to determine the difference in writing achievementamong students with visual, auditory, and kinesthetic learning style. The researchmethod used in the research is a quantitative approach. Causal comparative wasused by the researcher. Causal comparative is something called ex post-facto, thisresearch design is observing the phenomena that have been occurred. Thepopulation was the subject which was determined as the target of research. Theresearcher was used the second-grade students who studied in MAN 3BahrulUlumJombangin the academic year of 2018/2019as the population of thestudy. There were 120 students as the population. Incidental sampling is atechnique for determining samples based on coincidence, the sample in this studyamounted to 90 students of MAN 3 Jombang.The beginning step of this research, the researcher has distributed thelearning styles preferences (visual, audio, and kinesthetic) questionnaire toidentify the student who are visual, audio, kinesthetic learning styles. There were28 items of the questionnaire and the participants were mainly asked to respondon the basis of a five-point Likert scale, ranging from strongly agree, agree,neutral, disagree, and strongly disagree. The score for each item was 5, 4, 3, 2,and 1.The researcher has conducted the research on 12 December 2018 at MAN3 BahrulUlumJombang. The researcher used the following step. The researcherfirst met the headmaster of MAN 3 BahrulUlumJombang for the purpose ofasking permission and legality for conducting the research. He then met theEnglish teacher responsible for implementing English teaching and learning ingrade XI and asked him to participate in this study. The researcher (with help ofthe teacher) distributed the Perceptual Learning Style Questionnaire (PLSPQ) toall the students of grade XI in order to identify their learning style preferences.In answering the questionnaire, the students weregiven 30 minutesandasked them to give check (√). The item of the questionnaire consists of 28 items.Students have to express their opinion and idea in written text based on the topicthat has given by the researcher. The topic is recount text. The researcher gave 90minutes to the students to answer the writing recount test. The first rater was theresearcher and the teacher as the second rater. Then, the researcher takes theaverage score between the two raters as the final score of the students' writing test.After classification, the researcher makes documentation in the form ofwriting recount test. There were 5 categories of writing test scoring: Organization,Content, Grammar, Punctuation, and Style. The total score of paragraph writingtest is 100.Since there are 5 categories and each score is 5 then the maximumscore is 25. The total score divided by maximum score and multiplied by 100 itmeans that s/he gets 100.To analyze the data, the researcher used one-way ANOVA on SPSSprograms 20. It is because the data were normally distributed and homogenous.So, the researcher is able to use this method.Finding and DiscussionThe researcher conducted this research on 12 December 2018. He took thenumber of students learning style preferences (visual, audio, and kinesthetic).There was 28 items questionnaire and he took students’ writing achievementusing student writing recount test. The researcher analyzed the students’ scorequestionnaire doing PLSPQ, the participants were mainly asked to respond on thebasis of a five point Likert scale, ranging from strongly agree, agree, neutral,disagree, and strongly disagree. The score of each item was 5, 4, 3, 2, and 1.The students' writing recount test score for the second-grade students ofMAN 3 BahrulUlumJombang. The researcher uses two raters to get the students'writing score. The first rater was the researcher and the teacher as the secondrater. Then, the researcher takes the average score between the two raters as thefinal score of the students' writing test.Based on the output of the SPSS 20.0, it can be described that the differentmean of student’s learning style can be described as follow: Visual learning stylescore is 74.45, auditory learning style is 76.32, and kinesthetic 74.80 and the totalmean of three learning style preferences is 75.07.Table 4.2 the Summary of One-Way ANOVASum of Squares df Mean Square F Sig.Between Groups 56.260 2 28.130 .578 .563Within Groups 4233.340 87 48.659Total 4289.600 89Based on the data presented in table 4.2 summary table for the one wayANOVA. The elaboration of F-ratio is as following:The F-testValue was (0.578) and the significant value is (0.563) in thetable. Because the value is greater than 0.05 the mean was declared notsignificantly different. It means that students learning style on their writingachievement did not differ between the visual learners, the auditory learners, andthe kinesthetic learners.The researcher found that visual learning style as the majority of secondgrade students at MAN 3 Jombang. It was a difference in the previous study.Rachma et al (2011) statedthat kinesthetic learning style as a dominant learningstyle in their study. In this study, the researcher also found that the auditorylearning style tends to be the best learning style among others in establishedstudents’ writing achievement. Then, the theory of learning style by Reid(2005)concluded that the audio learning styles are easy to understand the informationand explanation from the teacher.According to the result of this research, it is also found that the secondlearning style which is relatively good in students’ writing achievement iskinesthetic learning style, the of students who have a kinesthetic learning stylethat always remembers and make notes while the teacher explains about thematerial or instructions. This finding is supported by Joy (1998) stated thatkinesthetic learners understand and comprehend lesson easily by rewriting thematerial that they have learned. They also give a response to physical attentionand touch people to get their attention.Gohar&Sadeghi (2014)stated that in their study, the aim of their study is tocompare the variance in students final term score among students learning stylesshowed that there is no statistically significant difference.Rohmatulloh (2010) said that in which she found that standard errorscoresof variables influence the result of the t –test. According to a reference, theresearcher found that there is a significant different among students visual, audio,and kinesthetic learning styles in English achievement. While RambeandZainuddin (2014) found that the visual, auditory, and kinesthetic has a significanteffect on students’ achievement in writing recount text because the score of thestudents in the experimental group was significantly higher than the scores of thestudents in the control group at the level of significance µ = 0.05.Based on the result of the study the researcher found that there are someother factors affecting students’ visual, auditory, and kinesthetic learning style ontheir writing achievement at MAN 3 Jombang such as all of the students arefemale. The findings of this study indicate the need for teachers and educators tobe made aware of the existing students' learning style preferences in order toencourage the development of a balanced learning styleThe researcher hopes that the next researcher must conduct the othersresearch which is closest to this research with developing the questionnaire andwriting ability test.Conclusion and SuggestionBased on the result of the research which has explained in researchfindings of the effect of students writing achievement among students with visual,audio, and kinesthetic learning styles at MAN 3 Jombang.According to the result found that the learning style as a majorityamong others learning styles. The F-testValue was (0.578) and the significantvalue is (0.563) in the table. Because the value is greater than 0.05 the meanwas declared not significantly different. It means that students learning styleon their writing achievement did not differ between the visual learners, theauditory learners, and the kinesthetic learners.In addition to the limitation of the research variable, the population,sample. The writer expects that there will be other researchers who conduct thesame research using wider populations and subjects.ReferencesAhmed, O.A. (2012). The Effect of Different Learning Styles on DevelopingWriting Skills of EFL Saudi Learners. ISSN: 2046-9578, 5 (2).Asmari, A.A. (2013). Investigation of Writing Strategies, Writing Apprehension,and Writing Achievement among Saudi EFL-Major Students. 6(11).doi:10.5539/ies.v6n11p130. 1913-9020.Brown, H. D. (2000). Principles of language learning and teaching. AddisenWesley Longman, Inc. A Pearson Education Company.Damrongpanit, S., &Reungtragul, A. (2013). Matching of learning styles andteaching styles: Advantage and Disadvantage on Ninth-grade Students’Academic Achievements. Educational Research and Reviews, 8 (20),1937-1947. Retrieved from: http://www.academicjournals.org/errEllis, Rod. (2003). Second language acquisition, Oxford: Oxford UniversityPress.Felder, R. M., &Brent, R. (2005). Understanding Student Differences. Journal ofEngineering Education.Gohar, M. J., &Sadeghi, N. (2014). The Impact of Learning Style Preferences onForeign language achievement: A Case Study of Iranian EFL Students.Iran: Payam Noor University. doi:10.1016/j.sbspro.2015.01.188Rachma, N. S., Sutarsyah, C.,&Yufrizal, H. (2012). The Effect of Learning Styleon Students' Reading Comprehension Achievement.The UnpublishedThesis University of Bandar Lampung. Lampung.Rambe, H.H.,&Zainuddin. (2014). The Effect of Using Visual, Auditory, andKinesthetic (VAK) Learning Model on Students’ Achievement in WritingRecount Text. Retrieved from:http://jurnal.unimed.ac.id/2012/index.php/eltu/article/view/1385Reid, G. (2005). Learning Style and Inclusion. London: Paul ChapmanPublishing.Reid, J. (1998). Understanding Learning Styles in the Second LanguageClassroom. New Jersey: Prentice-Hall, Inc.Rohmatulloh, E. (2011). The Students' English Achievement Based on TheirLearning Style. Unpublished Thesis. SyarifHidayatulllah State IslamicUniversity.Jakarta.

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